goalcentre.usim.edu.my

1. Newsletter of The Global Open Access Learning Centre Vol. 5, Issue May 2015Universiti sains Islam Malaysia
GOALshare
USIM
Blended
LearningThisbulletinisamonthly publication
GOALShareispublishedbyPenerbitUSIM
forGOALCentreofUniversitiSainsIslamMalaysia
TheTeam
CheifEditor
Editor
Designer
Publisher
Dr.NurkhamimiZainuddin
AhmadFaridMohdJamal
AhmadFaridMohdJamal
MohdFaizalMohdFuaad
TableofContent
EditorialColumn
GOALSStatistic
GuestColumn
ShortCommunication
GOALCentreNews
E-LearningBuzz
TechnologySnippet
ForthcomingPrograms
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2. Dear Sir / Madam,
OFFICIAL INVITATION TO WRITE AN ARTICLE / PAPER FOR UNIVERSITI
SAINS ISLAM MALAYSIA (USIM) E-LEARNING BULETTIN; GOALSHARE
With due respect, the above mentioned matter is referred.
Global Open Access Learning (GOAL) Centre of Universiti Sains
Islam Malaysia (USIM) has prepared a series of free online
e-learning bulletin named GOALshare (eISSN number 2289-8727)
with the objective to nurture informed citizens, visionary leaders
and life-long learners who are masters of today’s information,
educational tools and technologies, and also to disseminate
related e-learning programs throughout the globe.
With respect, you are cordially invited to submit an article to the
Short Communication Column without fee or honorarium. An
article should compromise of maximum 700 words (not including
reference) on a topic related to educational technology /
educational updates. Longer texts will also be considered if they fit
the theme. Font used should be Calibri size 10 with 1.0 spacing with
no space before and after paragraph.
Herewith is the url for our previous publications at http://goalcen-
tre.usim.edu.my/oer-video/buletin-bulanan-goal-centre for your
kind reference. The deadline for the submission of articles is on the
twentieth (20th) of each month to the e-mail address of goal-
care@usim.edu.my or ahmadfarid@usim.edu.my.
I sincerely hope to hear from you again and would like to make
this publication a global reference, and hopefully will inspire more
individual and institution to enrich our free bulletin for the benefits
of humanity.
Thank you.
KNOWLEDGEABLE • DISCIPLINED • DEVOUT
Sincerely,
(PROF. DR. ROZHAN M. IDRUS)
Director
“Anarticleshouldcompromiseofmaximum700words(notincludingreference)
onatopicrelatedtoeducationaltechnology/educationalupdates.
FontusedshouldbeCalibrisize10with1.0spacing
withnospacebeforeandafterparagraph”
LETSWRITE
format
Global Open Learning Access Centre @
Global Open Access Learning (GOAL) Centre
Level 1, Library Building
Universiti Sains Islam Malaysia (USIM)
71800, Bandar Baru Nilai
Negeri Sembilan
MALAYSIA
Tel: +6 06 798 6270
Fax: +6 06 798 6250
http://goalcentre.usim.edu.my
First issue
January, 2015
Global Open Learning Access Centres, USIM
GOAL Share is published by Penerbit USIM
for GOAL Centre of Universiti Sains Islam Malaysia
This bulletin is a monthly publication
CENTRE@ Universiti Sains Islam Malaysia

3. 01
Executing the planning?
I believe we are on the right track
when we introduce Malaysia
Education Blueprint (Higher
Education) 2015-2025, and as a
proud member of Malaysian
academics, I support all envision
efforts enclosed in the document.
But, how good are we at putting
ourselves in a constrain manner of
educating? The dynamism of
education is constantly changing,
and are we fast enough in changing
our solid rock form of teaching to a
more liquid and flexible way?
I love the fact that more and more
fresh perspective have been put into
the planning of Malaysia education,
including highlighting the important
of creating an entrepreneur and
taping into so called “unpopular”
TVET. But, the question remain the
same. “Are we ready to embrace the
change? “
We have multiple way of learning
and millions disciplines of research.
Learning is changing at its
microsomal level as the generation
change. The alteration at every
cellular level will definitely alter the
whole structure of education.
So, are we ready to walk the talk?
EDITORIAL
COLUMN
GOALS traffic record – Data of 25 April
2015 to 25 May 2015
Mohamad Faiz Taip
Global Open Access Learning Centre
At the middle of the 2nd semester of
2014/15 session, the record shows
some decrease in traffic of -2.53% for
the period between 25 April to 25 May
2015 compared with the period from
February 25 to March 25, 2015 (73.275
compared to 75.179 visits) (Refer to
Figure 1). However, the rate of new
visitors also decreased by -2.0% (25.2%
versus 27.2%) over the same period
(Figure 2). On the other hand, the rate
of returning visitors increased by 2.0%
(74.8% versus 72.8%) for the same
period.
Figure 1: Record of GOALS visit for the
period of 25 April 2015 to 25 May 2015
2
:
R
e
k
o
d
p
e
n
g
u
n
j
Figure 3 and 4 below show the
resources by region and country of
GOALS visits in the period between April
25 and May 25, 2015. The highest visit is
49%, from Nilai, Malaysia. This rate is
due to the high placement of USIM
student is in Nilai, Malaysia.
Figure 3: The source of visitors
(domestic) for the period 25 April to 25
May 2015
Figure 4: The source of visitors
(international) for the same period.
Besides Malaysia, GOALS also can be
reached from outside, including the
United States, India, Pakistan, Nigeria,
Indonesia, Singapore and The UK
Facebook still had the largest traffic that
cited GOALS with 87.50%. Record of
visits from internal network increased
by 1% while, visit using other internet
provider's such as personal broadband,
internet cafes and others decreased by
1% in the period of 25 April to 25 May
2015 compared with the period
between March 25 to April 25, 2015
(42:58 compared to 43:57).
Dr. Nurkhamimi Zainuddin
Coordinator of Programme
Management GOAL Centre
GOALS HELPDESK
STATISTIC
Figure 2:
Record of new visitor and returning
visitors of GOALS for the period of 25
April to 25 May 2015

4. 02
by Prof. Dr. Rozhan Mohammed Idrus
The networks of connections
cMOOC was coined in 2012 to distinct the original MOOC from a deviated version where students are introduced to core
skills/concepts and can do light application. The essence of a MOOC is pivoting on the notion of connectivism where the emphasis
is on the ‘open’ aspects of the concept and the ability to learn by creating networks of connections. Devoid of this learning
communities where interaction occurs, including personal blogs or portfolios, websites and social network platforms that contain
content, the MOOC that is merely emphasise content and the ‘online’ aspects of the concept is termed as xMOOC; really just a
collection of shared digital resources and not a MOOC at all.
The slant of MOOC learning materials
With constituents such as pre-defined learning outcomes and learning paths, lectures, tutorials, webinars and the mantra of
anytime and anywhere, the non-connectivist MOOCs or xMOOC is at best a good online course with online students. This is
further interjected with the upload of lecture-equivalent videos to deliver content and the adherence to the so called ‘quality
assurance’ to uphold an element of credibility to the course.
Lecture videos are a central feature in the student learning experience in nearly all MOOCs, but the overall emphasis is too much
on the instruction, and too little on the student—which is where learning really happens. The problem with making videos
“central” to the student experience is that it comes at the expense of higher-order learning activities. More worrying is that
students will spend almost all their time watching videos, as if that could magically elicit learning, without the hard work. We need
to acknowledge the limitations of video and place emphasis on authentic learning and not just “engagement” (time watching,
number of clicks).
Intertangling web of MOOC
Noted too that MOOC developers and their team are unable to depart their design efforts beyond slavish replication of traditional
classroom practices. As such the major pedagogical components of most MOOC are based upon common classroom practices in
the form of lectures, discussions, quizzes, further concretising the triumph of new technology over innovative pedagogies, and
only pay lip service to technology enhanced pedagogies. That being said the primary strategies employed to assess learning in
MOOCs are similar to those found in other educational strategies as in face-to-face courses, a totally online course, or the
activities in a learning management system.
To add to the bandwagon are the so called versions of MOOC that the author would address as pseudo-MOOC in the form of
Synchronous Massive Online Courses (SMOC), Small Private Online Courses (SPOC), Big Open Online Courses (BOOC), Distributed
Online Collaborative Courses (DOCC), and to add to the misnomers, a Corporate MOOCs. In the absence of the mainstay of a
learning community, these are no more than online courses which may be open or not, as the case may be.
“MOOC developers and their team are unable to depart their design efforts beyond slavish
replication of traditional classroom practices”
Is the uniqueness of the learning community a distinguishing feature? The point, obviously, is that a cMOOC is completed; the
relationships of the learners with members of that course don't end. They don't keep in touch with all 10,000 people, of course,
but people in a cMOOC often cite the valuable relationships they fostered in the cMOOC as one of the big takeaways. These
people end up part of their permanent Personal Learning Network, as members of their twitter feed, as Tumblr or blogger friends,
as email-able resources, etc. On the other hand, much xMOOC social connection seems to die at the end of the course, and not
persist in any useful way.
GUEST
COLUMN WHERE DO WE MOOC
FROM HERE ..?

5. 03
GUEST
COLUMN
Massive learning scrutiny
In the Malaysian context, the ‘MOOC’ endeavour amongst higher educational institutions has government support for reasons
of global presence, visibility, positioning and branding, cost effectiveness, elevating the quality of teaching and learning and
lifelong learning. It begs scrutiny to ascertain the mechanism of any meaningful achievement of learning outcomes that should
be the bottom line of any educational endeavour.
In the event that the MOOC endeavours were to collapse or spectacularly crash and fade into oblivion, the underlying ideology,
design and output of the pseudo-MOOCs will prevail in the form of online learning the plethora of new innovations and added
services that are developed in the process.
Closing remark
Succinctly, cMOOCs focus on knowledge creation and generation whereas xMOOCs focus on knowledge duplication. In order for
the MOOC, in its original form, to be transformative, the education system must in tandem revolutionize until there is a parallel
system of free or low-fee credentials, not controlled by traditional colleges, that leads to jobs. Alas, their true impact won’t be
felt until students and learners of all kinds have access to digital credentials that are also built for the modern world.
So, where do we MOOC from here …?
Bibliography
Carey, K (2015), Here’s What Will Truly Change Higher Education: Online Degrees That Are Seen as Official,
http://www.nytimes.com/2015/03/08/upshot/true-reform-in-higher-education-when-online-degrees-are-seen-as-
official.html?_r=0&abt=0002&abg=1
Caulfield, M, http://www.educause.edu/blogs/mcaulfield/xmooc-communities-should-learn-cmoocs
Hedberg, J.G. (2014). MOOCs: Let’s Get Real, Educational Technology, January-February, pp. 3-5
http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/
https://www.edsurge.com/n/2015-05-11-why-my-mooc-is-not-built-on-video
http://extensionengine.com/xmooc-vs-cmooc-a-glossary-of-common-mooc-terms-part-2-2/

6. 04
by Dr. Sakinah Ali Pitchay
What is application?
The simplest way to describe
application is a program or group of
programs which is designed for the end
user to perform specific tasks.
Applications for desktop or laptop
computers are known as desktop
applications, and those for mobile
devices are called mobile apps.
This article focuses on free mobile apps
for Android and iOS specifically for
Universiti Sains Islam (USIM) user.
1) Moodle Mobile
This app is available for Android and
iOS device. It allows the user to
access GOALS system without using
the internet browser.
The advantages are that it stays
connected using the same account
and student or lecturer can access it
instantly. By using this app,
e-learning is accessible at any time
even when offline. User will also
receive instant notification of
messages and can upload images,
audio, videos and other files from
our mobile device. The conventional
interface of GOALS is still accessible
by clicking the Website menu.
2) Dictonary.com
This is a leading free app for English
dictionary available in Android and
iOS. Very beneficial for learning that
require dictionary without required
bringing the heavy old fashioned
dictionary.
It helps user to find the meaning
instantly and learn the
pronunciation of the word by
clicking the audio symbol. It also
works offline. The drawback is that it
disables the synonym function. The
user needs to pay in order to use
other features.
3) Dropbox
It lets us expand the internal storage
into a cloud based backup of
everything that is significant.
Documents, photos, files, audios can
be saved, accessed on all devices
that we have installed as long the
user login using the same username.
The advantage is that we can restore
any files if we lose our phone or
tablet. Besides, the user can share
any folder with other user and set
the editing preferences.
Nevertheless, the user needs to pay
if the storage is exceeding the 2GB
of storage that makes it
disadvantages. To gain extra space,
the user is encouraged other
members to sign up. The worse
disadvantage is that it is not secure
and the servers are US based. It does
not have built-in password.
Therefore, protecting files such as
adding password before upload it is
advisable for any confidential data.
4) Evernote
This app allows us to save notes,
files, voice memos and access them
on various devices or laptop at any
time the user prefer. The user also
can set reminder and take snapshots
and even hand write of the user
notes for that personal flair. 5
Evernote features are:
 Paperless; Find it all on the
computer or any supported device.
 Use the desktop app to scan or
save all the documents to
Evernote. Check email for a
download link.
 Jot down ideas on the go and edit
them on the computer later on.
 Snap photos of receipts and
business cards to make them
searchable.
 Save ink; Send travel info, and
messages with other Evernote
email address.
5) iTunes U
This app is designed specifically for
Apple's user and the largest
catalogue which offers free
educational sources from over the
world. It provides free and unlimited
program or course registration.
Participating institutions include UC
Berkeley, Birmingham City
University, MIT and many more.
On 3rd July 2015, Bernama.com
reported that GOAL Centre
successfully made USIM to be the
first public university listed on the
Apple iTunes U.
Among the ideas are to upload
educational audio and video files
that has element of the integration
Naqli and Aqli knowledge.
As USIM is still new in this app, it is
highly recommended for the
academicians to contribute their
useful sources and promote USIM in
the international level.
GOALshare acknowledges Nurkhamimi
Zainuddin, Coordinator of GOAL Centre
for reviewing this contribution. Sakinah
Ali Pitchay is an ICT Lecturer from the
Faculty of Science and Technology at the
Universiti Sains Islam Malaysia (USIM)
and she can be contacted at
sakinah.ali[at]usim[dot]edu[dot]com
SHORT
COMMUNICATION
FREE ANDROID AND iOS:
MUST-HAVE APPLICATIONS

7. 05
by Siti Salmiah Muhammad
Introduction
Preamble:
Myriad of educational innovations have
increasingly changed learning culture
worldwide. Gaining popularity, the
flipped classroom is one of the latest
pedagogical advancements available for
educators.
Definition
In essence, flipped learning is a
pedagogical approach that shift from
group learning space to individual
learning space by incorporating
technology mostly but not limited to
videos, prior to actual in-class learning
sessions.
The Four Pillars
1. Flipped learning allows learners
to learn in a flexible
environment as they follow their
own pace anytime anywhere.
2. It deliberately promotes learner-
centered approach together with
an active learning culture.
3. Flipped learning uses intentional
contents, which align with the
learning objectives, curriculum
and assessments.
4. It encourages professional
educators who continue to
provide feedbacks to learners,
monitor learning, collaborate,
reflect and keep themselves
abreast with innovations.
Advantages:
1. Allowing learners to tackle
technical jargon or specific
terminologies and
comprehension parts prior to
meeting.
2. Allowing more rooms for
advance discussion,
reinforcement and follow up
activities.
3. Promoting learner autonomy in
many ways.
4. Motivating learners as they feel
empowered and gain more
confidence.
5. Addressing all types of learners
as multi sensory experiences are
used as they engaged online.
Disadvantages
1. Preparing, developing or
recording personal videos and
curating materials can be
technically taxing and time
consuming.
2. Finding readily available videos
that precisely match the learning
objectives and the curriculum
might not be easy.
3. Giving trainings including on time
management, self-discipline and
ethics to learners on how to
effectively use digital medium as
an educational platform remains
important.
4. (Still) Requiring scaffolding
activities in tutorial/lecture in
order to help learners recap,
reflect on and ultimately learn
the content.
5. Requiring reliable Internet
connectivity, because poor
Internet coverage or any server
failure not only dampen the
learning process, but also
frustrate and demotivate
learners.
6. Making some learners at a
disadvantage, as they may not
have the devices such as laptop
or tablet and access to the
Internet.
Suggestions
1. Providing human resource
assistance such as technical staff to
collaborate with educators.
2. Pooling, producing videos and
curating materials together among
educators.
3. Providing trainings and supports to
those who intent to opt for flipped
learning.
4. Upgrading the Internet
connectivity and improving the
speed of server.
Conclusion
Bringing technology into education is
interesting and seems inevitable.
Perhaps the best part of flipped
learning is it allows educators more
time to concentrate on the
development of higher order thinking
skills, deemed crucial in the 21
st
century. Integrating technology in
learning is not without challenges and
resistance though. Of equal importance
too, technology and content must be
leveraged in order to maximize learning.
To flip or not to flip is a matter of
choice, but flipped learning is definitely
an approach worth considered.
GOALshare acknowledges Nurkhamimi
Zainuddin, Coordinator of GOAL Centre
for reviewing this contribution. Siti
salmiah Muhammad is the language
lecturer from the Faculty of Major
Languages Studies at the Universiti
Sains Islam Malaysia (USIM) and she
can be contacted at
msalmiah[at]usim[dot]edu[dot]com
SHORT
COMMUNICATION
TO FLIP OR NOT TO FLIP?

8. 06
‫الدين‬ ‫زين‬ ‫بن‬ ‫نورحميمي‬ .‫د‬ :‫بقلم‬
‫السحابية‬ ‫الحوسبة‬ ‫تعريف‬
‫تكنولوجيا‬ ‫بأهنا‬ ‫السحابية‬ ‫احلوسبة‬ ‫عرفت‬ ‫قد‬
‫ين‬‫ز‬‫التخ‬ ‫ومساحة‬ ‫املعاجلة‬ ‫نقل‬ ‫على‬ ‫تعتمد‬
‫وهي‬ ‫السحابة‬ ‫يسمى‬ ‫ما‬ ‫إىل‬ ‫باحلاسوب‬ ‫اخلاصة‬
‫يق‬‫ر‬‫ط‬ ‫عن‬ ‫إليه‬ ‫الوصول‬ ‫يتم‬ ‫خادم‬ ‫جهاز‬
‫يف‬ ‫لوجيا‬‫و‬‫التكن‬ ‫هذا‬ ‫تساهم‬ ‫وبذلك‬ .‫اإلنرتنت‬
‫تقنية‬ ‫امج‬‫ر‬‫ب‬ ‫وتطوير‬ ‫صيانة‬ ‫مشاكل‬ ‫إبعاد‬
‫وبالتايل‬ ،‫هلا‬ ‫املستخدمة‬ ‫كات‬‫الشر‬ ‫عن‬ ‫املعلومات‬
‫استخدام‬ ‫على‬ ‫املستفيدة‬ ‫اجلهات‬ ‫جمهود‬ ‫كز‬‫يرت‬
‫التحتية‬ ‫البنية‬ ‫وتعتمد‬ .‫فقط‬ ‫اخلدمات‬ ‫هذه‬
‫املتطورة‬ ‫البيانات‬ ‫اكز‬‫ر‬‫م‬ ‫على‬ ‫السحابية‬ ‫للحوسبة‬
‫للمستخدمني‬ ‫كبرية‬‫ين‬‫ز‬‫خت‬ ‫مساحات‬ ‫تقدم‬ ‫اليت‬‫و‬
‫كخدمات‬ ‫امج‬‫رب‬‫ال‬ ‫بعض‬ ‫توفر‬ ‫أهنا‬ ‫كما‬
،‫للمستخدمني‬‫على‬ ‫ذلك‬ ‫يف‬ ‫وتعتمد‬
‫ويب‬ ‫تقنيات‬ ‫هتا‬‫ر‬‫وف‬ ‫اليت‬ ‫اإلمكانيات‬2.0.
‫السحابية‬ ‫للحوسبة‬ ‫وتعليمية‬ ‫تربوية‬ ‫تطبيقات‬
‫احلوسبة‬ ‫منظومة‬ ‫على‬ ‫ا‬‫ا‬‫ايد‬‫ز‬‫ت‬ُ‫م‬ ‫ا‬‫إقباًل‬ ‫مثة‬ ‫إن‬
‫أن‬‫و‬ ،‫التعليمية‬ ‫القطاعات‬ ‫يف‬ ‫السحابية‬
‫خدمة‬Google Apps،‫كة‬‫الشر‬ ‫أطلقتها‬ ‫اليت‬
‫ل‬َّ‫تعو‬ ‫اليت‬‫و‬.
،‫السحابية‬ ‫احلوسبة‬ ‫على‬ ‫ئيس‬‫ر‬ ‫بشكل‬
‫من‬ ‫أكثر‬ ‫ا‬‫ا‬‫حالي‬ ‫يستخدمها‬8‫ستخدم‬ُ‫م‬ ‫ماليني‬
‫ومؤسسات‬ ‫درسني‬ُ‫وم‬ ‫طلبة‬ ‫من‬ ،‫العامل‬ ‫حول‬
‫خدمة‬ ‫ر‬‫وغري‬ .‫تعليمية‬GoogleApps‫مثة‬ ‫فإن‬ ،
،‫السحابية‬ ‫للحوسبة‬ ‫عديدة‬ ‫ُخرى‬‫أ‬ ‫تطبيقات‬
‫رر‬ ُ‫ُم‬ ‫منها‬ ،‫التعليم‬ ‫قطاع‬ ‫منها‬ ‫يستفيد‬
‫املستندات‬Google Docs‫ِّمها‬‫تقد‬ ‫خدمة‬ ‫وهو‬
‫حساب‬ ‫هلم‬ ‫الذين‬ ‫كيها‬‫شرت‬ُ‫م‬ ‫جلميع‬ ،‫غوغل‬
‫اخلاصة‬ ‫ستنداته‬ُ‫م‬ ‫كتابة‬ ‫شرتك‬ُ‫للم‬ ‫وتتيح‬ ،‫لديها‬
‫مثل‬ ‫امج‬‫ر‬‫ب‬ ‫ِّة‬‫عد‬ ‫اصفات‬‫و‬‫م‬ ‫جيمع‬ ‫احد‬‫و‬ ‫بربنامج‬
‫املعروف‬ ‫النصوص‬ ‫رر‬ ُ‫ُم‬Word‫و‬Excel
‫التقدميية‬ ‫العروض‬‫و‬PowerPoint.
‫ا‬‫ا‬‫أيض‬ ‫التطبيقات‬ ‫ومن‬Office365‫يوفر‬ ‫الذي‬‫و‬
‫ات‬‫ر‬‫ُمر‬Office،‫اإلنرتنت‬ ‫على‬ ‫مباشر‬ ‫بشكل‬
‫املستخدمني‬ ‫بني‬ ‫الفعال‬ ‫اصل‬‫و‬‫الت‬ ‫ات‬‫ز‬‫ر‬‫مي‬ ‫كذلك‬‫و‬
.‫عديدة‬ ‫أخرى‬ ‫وخدمات‬
‫السحابية‬ ‫الحوسبة‬ ‫مزايا‬
ً‫أول‬‫ين‬‫ز‬‫وخت‬ ‫ـظ‬‫ف‬‫ح‬ ‫يف‬ ‫منها‬ ‫اًلستفادة‬ ‫إمكانية‬ :
‫َّصلة‬‫ت‬ُ‫م‬ ‫خادمة‬ ‫حاسبات‬ ‫يف‬ ‫ـة‬‫م‬‫دائ‬ ‫ـات‬‫م‬‫معلو‬
.‫باإلنرتنت‬
‫ا‬ً‫ثاني‬‫ومضمونة‬ ‫رخيصة‬ ‫عمل‬ ‫ات‬َّ‫منص‬ ‫تقدمي‬ :
‫إليها‬ ‫الوصول‬ ‫ـة‬‫ـ‬‫ي‬‫إمكان‬ ‫إتاحة‬ ‫مع‬ ‫الطلب‬ ‫عند‬
.‫سهلة‬ ‫رق‬ُ‫ط‬‫ب‬
‫ا‬ً‫ثالث‬‫ضمان‬ :‫بشكل‬ ‫التحديث‬ ‫افر‬‫و‬‫وت‬ ‫الصيانة‬
‫ثله‬ُ‫ُت‬ ‫الذي‬‫و‬ ،‫الثالث‬ ‫الطرف‬ ‫خالل‬ ‫من‬ ‫دائم‬
‫املستضيفة‬ ‫كات‬‫الشر‬Hosting.
‫ا‬ً‫رابع‬‫ات‬‫ر‬‫اخليا‬ ‫وتعدد‬ ‫املرونة‬ ‫من‬ ‫يد‬‫ز‬‫امل‬ ‫تيح‬ُ‫ت‬ :
‫املؤسسات‬ ‫يف‬ ‫الكفاءة‬ ‫وترفع‬ ،‫الفاعلية‬ ‫عزز‬ُ‫ت‬ ‫اليت‬
‫تكلفة‬ ‫وتقليص‬ ‫اإلنتاجية‬ ‫يادة‬‫ز‬ ‫خالل‬ ‫من‬
ُ‫ت‬ ‫اليت‬ ‫احللول‬ ‫أهم‬ ‫ومن‬ ‫امللكية‬‫احلوسبة‬ ‫ِّمها‬‫قد‬
‫التعاونية‬ ‫بالتكنولوجيا‬ ‫عرف‬ُ‫ي‬ ‫ما‬ ،‫السحابية‬
MeetOnline‫التفاعل‬ ‫ات‬‫ر‬‫قد‬ ‫على‬ ‫ز‬ِّ‫ك‬‫ر‬ُ‫ت‬ ‫اليت‬
.‫احلقيقي‬ ‫الوقت‬ ‫يف‬
‫ا‬ً‫خامس‬‫أت‬‫ر‬‫ط‬ ‫اليت‬ ‫الكبرية‬ ‫ات‬‫ر‬‫التطو‬ ‫مع‬ ‫اءم‬‫و‬‫تت‬ :
‫ليس‬ ،‫اسيب‬‫و‬‫احل‬ ‫صناعة‬ ‫على‬ ‫األخرية‬ ‫اآلونة‬ ‫يف‬
‫اسيب‬‫و‬‫احل‬ ‫ا‬‫ا‬‫أيض‬‫و‬ ‫بل‬ ،‫احملمولة‬ ‫أو‬ ‫املكتبية‬ ‫فقط‬
َّ‫ي‬‫الكف‬‫ة‬NetBook.
‫السحابية‬ ‫الحوسبة‬ ‫مستقبل‬
‫شيء‬ ‫كل‬‫يب‬‫ر‬‫ق‬ ‫عن‬ ‫السحابية‬ ‫احلوسبة‬ ‫ستصبح‬
‫ستتحول‬ ‫اليت‬ ‫النقطة‬ ‫إىل‬ ‫وسنصل‬ ‫تأكيد‬ ‫بكل‬
‫سحابية‬ ‫أنظمة‬ ‫إىل‬ ‫التشغيل‬ ‫أنظمة‬ ‫مجيع‬ ‫فيها‬
‫لنظام‬ ‫مشاهبة‬Google Chrome‫كة‬‫فشر‬ .
‫وستتبعها‬ ،‫مبكرة‬ ‫اخلط‬ ‫هذا‬ ‫يف‬ ‫بدأت‬ ‫غوغل‬
‫إىل‬ ‫وسنصل‬ ‫كات‬‫الشر‬ ‫بقية‬‫تسمح‬ ‫مرحلة‬
.‫الويب‬ ‫عرب‬ ‫تطبيقاته‬ ‫مجيع‬ ‫بتشغيل‬ ‫للمستخدم‬
Nurkhamimi Zainuddin is the
Programme Coordinator at the Global
Open Access Learning (GOAL) Centre of
Universiti Sains Islam Malaysia (USIM)
and he can be contacted at khamimi
[at]usim[dot]edu[dot]my
SHORT
COMMUNICATION
N
‫السحابية‬ ‫الحوسبة‬CLOUD COMPUTING
‫التعليمية‬ ‫العملية‬ ‫في‬

9. 07
Participant
A total of nineteen (19) participants
attended the workshop, eleven (11) are
from faculties, and two (2) persons from
Tamhidi. The workshop was also
attended by several lecturers from the
College of Permata Insan of four (4)
persons and two (2) persons from
University Health Centre.
Achievement during workshop
A total of 8 participants have reached
30% during the workshop and 2 were
more than 25% and 3 more than 20%.
For participants who do not reach the
30% blended mode, they must complete
a given substance according to the
rubric and the percentage of use will be
monitored from time to time.
VISIT FROM ILMU OF
LTT GLOBAL
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
6 May 2015 (Wednesday)
4.30 pm – 5:00 pm
GOAL Centre, USIM
A working visit from four (4)
representatives of the Instilling
Learning for Malaysian Unity (ILMU)
lead by Ms. Rani Wemel was held on 6
May 2015.
This casual visit is aim to get more
update from the Director of GOAL
Centre; Prof. Dr. Rozhan M. Idrus on his
current project and research. Ms. Rani
and Prof. Rozhan have previously
working on a few projects during his
years at USM.
ILMU is a local education a free learning
platform offering thousands of digital
resources for all age initiated by LTT
Global - founders of My Mobile
University. This platform was launched
back in the year 2013.
Both parties have agreed to work
closely in the future to promote open
learning throughout the nation for the
benefits of Malaysia. The visit end with
the presentation of token of
appreciation from both parties.
GOAL CENTRE
NEWS
Nurhuda Ruzlan
Global Open Access Learning Centre
5 May 2015 (Tuesday)
2.30 pm – 5.00 pm
Library Seminar Room, USIM
"Workshop on How to Achieve 30%
Blended mode in one (1) hour" is
another initiative taken by GOAL Centre
to increase the use of GOALS systems
and in addition to provide guidelines on
how to achieve 30% blended learning
among USIM lecturers.
Blended learning definition, according
to the National Association of e-
Learning is a course that has a blended
approach to online learning mode with
face to face learning mode of which
30%-79% of the course content
delivered online.
HOW TO ACHIEVE 30% BLENDED MODE
WORKSHOP
Figure shows numbers of workshop participants

10. 08
HP WORKSTATION
EDUCATION SOLUTION
SHOWCASE
Nurhuda Ruzlan
Global Open Access Learning Centre
12 May 2015 (Tuesday)
8.30 am – 5.00 pm
Pullman Hotel, Putrajaya
"Create a unique education experience
with new HP Workstation solutions"
The HP Workstation Education Solution
Showcase sharing how HP can help in
creating a unique education experience
for students, and make students highly
valued by their potential employers.
 Learn how technology and social
trends are changing the way we work,
and the tools we use
 Discover our industry-leading solutions
and how they help you deliver value to
your students
 Watch industry experts demonstrates
solutions, including the latest in 3D
technologies
 Get hands-on experience with the
products
GOAL CENTRE
NEWS
VISIT FROM
UNIVERSITAS
MATHLA’UL ANWAR
BANTEN, INDONESIA
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
8 May 2015 (Friday)
10.00 am – 11.30 am
GOAL Centre, USIM
A working visit from two (2)
representatives of the Universitas
Mathla’ul Anwar from Banten,
Indonesia was held on 8 May 2015.
This visit is aim to get more information
on the setting of e-learning platform in
USIM, and also on the process of
developing content in a more creative
and interactive way.
Universitas Mathla’ul Anwar or UNMA
in short, is a private university and was
setup back in 2001. It has 10 faculties
compromising range of programs from
education to health studies. UNMA
house almost 6,000 students, and was
endorsed by the National Education
Department of Indonesia on the August
2001.
Both parties have agreed on future
collaboration, mainly on the content
development. The visit end with the
presentation of token of appreciation.
LIFESIZE PRODUCT
DEMO
Ahmad Farid Mohd Jamal
Global Open Access Learning Centre
26 May 2015 (Tuesday)
11.30 am – 1.00 pm
GOAL Centre, USIM
A session from AudeoNet (M) Sdn. Bhd;
distributor and wholesaler of video
conferencing, audio conferencing and
AV solutions was held on the 26 May
2015, led by its Senior Manager; Mr.
Kenneth Teo to demonstrate the
capability and function of LifeSize Video
Conferencing Unit.
One unit of PTZ Camera and Echo
Cancellation Desk Microphone was
demonstrated during the session. GOAL
Centre will discuss the requirement of
video conferencing in USIM with Pusat
Teknologi Maklumat (PTM) of USIM.

11. 09
AUDACITY
Nur Syakira Redzuan
Global Open Access Learning Centre
Audacity was one of the useful tools
that speed up the development of
eLearning. It is free, open source and
cross-platform software for recording
computer software applications and
editing sounds. Audacity suits for
Windows, Linux and other operating
system.
Audacity was popular in the education
world because it’s free and open source.
Therefore, its developers are more
encouraged to make an interface that
easier for students and teachers.
To make an interesting audio to use in
eLearning, it should combines multiple
audio recording from multiple sources.
Therefore, audacity helps in mixing and
processing all types of audio,
including podcasts by adding effects
such as normalization, trimming, and
fading in and out.
It has such as recording and playing
back sounds, editing functionality; copy
and paste and also noise reduction.
However, there were limitations of
open-source software like the Audacity.
Audacity does not support 64-bit audio
effect plug-ins, lacks of dynamic
equalizer controls, real time effects and
support for scrubbing. Audio will be
corrupted if someone runs out of disk
space during editing, because there are
no warnings when the disk space is low.
Official site: http://audacityteam.org/
Figure 1: Screenshot of an Audacity project
PIKTOCHART
Piktochart is web-based application
software which allows non-designer
users to create beautiful infographic in
as little as 10 minutes by using over 400
fully customizable templates, icons and
graphics.
Users can easily use this web-based
application to make their information
understandable and valuable by using
because it is easy-to-use editor where
users can feel the freedom to edit
everything and anything.
The users have to choose over 100
categorized themes that suits well their
information and then customize their
infographic using Piktochart’s intuitive
editing tools. Besides, Piktochart was
built in with 1000 images in its library to
be chosen or users can upload their own
images.
All infographics used in this application
are readable by search engines and
have clickable elements for its users
because it’s have HTML publishing
capability. Besides that, users also can
share their infographic online
throughout the world by link, embed,
email or share it on social media.
Official site: http://piktochart.com/
Figure 2: Screenshot Piktochart customizable
themes
DIPITY
Dipity is a free digital timeline
management website. It was used to
create an interactive, free timelines
online just a few minutes.
By using Dipity, users can create and
share their own timelines to organize
web’s contents or useful information on
the internet by date and time.
It was integrate with multimedia
elements and social media such as
video, audio, images, text, geolocation
and timestamps.
All the photos, videos, news and blogs
are displayed in chronological order via
its dynamic visualization.
How can Dipity help? Dipity helps in
creating multiple learning styles where
text-heavy historical information was
more visual that will be appealing to
visual learners.
Besides, Dipity also applied anytime
learning where users are given control
on what they are focusing and they can
learn anytime to create informational
timelines.
Official site: http://www.dipity.com/
Figure 3: Screenshot of Dipity's timeline
GOALshare acknowledges Intan Ros
Safina, Programmer of GOAL Centre for
E-LEARNING
BUZZ

12. 010
With the switcher, all the camera’s
images are displayed in live mode. It will
view it on the preview panel on iPad
and it will easier for users to select one.
They just have to click on ‘Live’ button
to include its video stream in their
recording. A red light on the camera
screen indicates when the camera is
live.
Figure 2: Recolive Switcher in different
angle’s view
Every time the ‘Live’ button is pressed,
the app switches to the selected
camera. Several transition modes are
available: cross fade, wipe, cube and
more.
By using Apple’s gadgets such as iPhone
and iPad all the video is recorded with
full HD. Therefore, each camera’s
recording output is sent to the switcher
to make the final product.
Below are the requirements for this
app:
 runs on any iOS device running
iOS8
 A Wi-Fi network
 It can downloaded on the
AppStore
Official site: http://recolive.com/en/
Figure 3: RecoLive Multicam & Switcher
RECOLIVE MULTICAM
Nur Syakira Redzuan
Global Open Access Learning Centre
RecoLive Multicam is multi-camera
shooting application launched by
RecoLive Sàrl, located in Yverdon-les-
Bains, Switzerland. This app gives
chances to amateur videographers to
create a video such as professional.
This app runs on any iOS device that
running with iOS8. To create a video
that was similar with professional
quality; users just have to use iPad or
iPhone as a production switcher and
additional iPhones or iPods as video
cameras.
Each iPhone, iPad or iPod can be used as
either a camera or the switcher that
running with RecoLive Multicam. Then,
with a Wi-Fi network, a list of all the
other iPhones, iPods or iPads was
shown on the devise that use as a
switcher.
All the cameras are view simultaneously
for users to choose the selected
camera’s images or even can combine
them from several cameras and add
transitions from one camera to another.
Figure 1: RecoLive MultiCam – The Multi-
Camera Shooting App for iOS
INTERACTIVE WALL
Interactive wall is digital-wall
technology that can displayed visual
content projected onto virtually any
surface. Below is the picture of how’s
Interactive Wall look alike:
With this Interactive Wall, it gives
exciting experience and body
interaction where users can controls
activities like advertisement, games and
presentations along with the special
effects and simple hand and body
motions.
How does it work? It works with the
sensor and built-in advanced gesture
tracking software that make it compact
and powerful application.
Interactive Wall can be built up from 3
meters up to 20 meters or more
depending on the amount of data
projectors and tracking cameras
deployed.
Below is the list of applications that
applied Interactive Wall:
 Product Presentation
 Advertisement
 Games
 Photorealistic Environments
For Tourism Centres
 Timelines For Museums And
Corporate Visitor Centres
Nur Syakira Binti Redzuan is the IT
Assistant Officer at the Global Open
Access Learning (GOAL) Centre of
Universiti Sains Islam Malaysia (USIM)
and she can be contacted at
nursyakira[at]usim[dot]edu[dot]my
TECHNOLOGY
SNIPPET
BUZZ

13. 011
FORTHCOMING
PROGRAMS
International Multi
Conference on
Education and
Technology
(IMCET 2015)
7 – 9 October, 2015
Universiti Sains Islam Malaysia (USIM)
Nilai, Malaysia
Website: http://imcet.usim.edu.my
Deadline for paper submission:
3
rd
August 2015
Scope of conference:
Online learning
Distance education
Educational technology
Technogogy
Technology enhance learning
Online & distance learning management
Early childhood education
Gifted children
Special management
Child psychology
Islamic medical education
Issues in medical education
Fiqh issuein medicine
Fee Structure:
Malaysian MYR 750.00
Other Countries USD 250.00
Virtual Participant USD 150.00
Workshop USD 50.00
Exhibition MYR 1,000.00
* These fees do not include fees
charged for flights, accommodation and
transport.
Registration:
http://imcet.usim.edu.my/registration/f
low
2015 International
Conference on Frontiers
of Educational
Technology (ICFET 2015)
29 – 30 July 2015
Shanghai, China
Website:
http://www.icfet.org
Deadline for abstracts/proposals:
15 May 2015
2nd
International
Conference on
Education & Training
Technologies (ICETT
2015)
10 - 11 August 2015
Singapore
Website:
http://www.icett.org
Deadline for abstracts/proposals:
25 May 2015
37th
Annual EAIR Forum
Krem 2015
30 August – 2 September 2015
Krem, Austria
Website:
http://www.eairweb.org/forum2015
Deadline for abstracts/proposals:
Null
3rd
International
Conference on
Language, Literature,
Culture & Education
17 – 18 October 2015
Kuala Lumpur, Malaysia
Website: http://icsai.org/icllce
Deadline for abstracts/proposals:
4 September 2015
7th
International
Conference on Teaching,
Education, and Learning
(ICTEL)
10 – 11 October 2015
Port Louis, Mauritius
Website:
http://www.ictelmauritius.com
Deadline for abstracts/proposals:
1
st
October 2015
8th
International
Conference on Teaching,
Education, and Learning
(ICTEL)
29 – 30 December 2015
Kuala Lumpur, Malaysia
Website: http://www.ictelmalaysia.com
Deadline for abstracts/proposals:
19 December 2015